Grade: 8 Unit: 6 Week:2 Content: ELA Dates: 4/15-4/19/2013
Theme Essential Question: How can literature help us define the greater good?
Essential Questions: When are risks worth taking for the greater good?
Standards (Focus)
RL.8.7 Integration of Knowledge and Ideas: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
(Ongoing)
RL.8.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.3 Key Ideas and Details: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.8.5 Craft and Structure: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
RL.8.9 Integration of Knowledge and Ideas: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
RL.8.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
SL.8.1a Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.8.1b Comprehension and Collaboration: Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.8.1c Comprehension and Collaboration: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
SL.8.1d Comprehension and Collaboration: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.8.3 Comprehension and Collaboration: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
SL.8.5 Presentation of Knowledge and Ideas: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.8.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)
Objectives:
TLW read and discuss a variety of novels that reveal, explicitly or implicitly, “the greater good.”
TLW participate in pair and/or group discussions.
TLW compare and contrast characters, plots, themes, settings, and literary techniques used in the stories read.
TLW analyze how particular lines of dialogue in literature propel the action and reveal aspects of a character.
TLW analyze what techniques the author uses to show the development of the character, as well as the rise and fall of his/her actions.
TLW analyze how writing techniques and word choices are used and how their use impacts meaning and reader engagement.
TLW identify the internal and external conflicts that occur throughout the text.
TLW apply lessons learned from the novel, Flowers for Algernon by Daniel Keyes through composition and discussion.
TLW demonstrate their understanding of compassion as a desirable character trait through personal writing and group discussion.
Assessment Product
Discussion notes
Quick write response for speculation/prediction
Reflection journal
Key Questions
What is “greater good”? What is its importance in the novel? How important is its role?
What characteristics do strong characters demonstrate/exhibit?
What roles do strong characters usually portray?
Is happiness dependent on intelligence?
What inspires people to embark on journeys?
Can literature be a means for social change?
What is intelligence?
How is it measured?
Can your intelligence be increased and/or decreased?
Observable Student Behaviors
Observe and listen to pair and/or group work/discussion
Listen to oral responses
Student reaction to characters, dialogue, and resulting actions
Anticipation guide
Vocabulary ELA explicit
hero/heroine
implicit
satire
strength of character
symbolism
writing style
assess intelligence
motive
role
appropriate
specialization
absurd
impair
refute
Allusion
Flashback
Symbolism
Tone
Mood
Sample 6-12 Workshop Model Bell Ringer/Warm-up Activities 3 minutes
Whole Class Presentation/Lesson 15 minutes
Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles) 12 minutes Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes
Exit Slips/Closing (What have I learned today/What do I need to know/What problems) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
Discussion: What is a maze? Does it have a purpose? Are there different types of mazes? Show students a maze. Tell them you would like them to work with a partner to complete the maze. Each partner times the other and records the time. Chart the times noting the fastest and slowest. Also chart responses to the questions. Does the length of time it takes matter? Were the students stressed while trying to complete the maze? Ask students if they should be labeled by their times. Why or why not? Is there a reason someone might be asked to complete mazes? The main character in Flowers for Algernon has to complete mazes. Have students speculate/predict why he would do that in a quick write at the end of the session. [HYS – CL, CQO, GTH]
Flowers for Algernon is a science fiction story. Have students brainstorm a definition for science fiction, if they don’t already know the term. How is a science fiction story different form other stories?
Before Reading When is it better not to know? HMU 2 pages 196-197.
Begin reading Flowers for Algernon. Tell students to keep the word compassion in mind as they read . Does the meaning of the word change as they read? Have students note examples of compassion as they read or identify where compassion might have made the journey different for Charlie. (MCO – S)
As you read, take notes about particular lines of dialogue or incidents that propel the action, reveal aspects of a character, or “the greater good.” Be sure to note page numbers with relevant information so you can go back and cite the text during class discussion.
What is the setting of the novel?
Who are the major and minor characters?
What problems are faced by the character(s)? How does he/she overcome this challenge?
Which lines of dialogue or events were pivotal to the novel? Why?
What elements were changed between the novel and the video version?
What traditional, mythical, or Biblical references are made in the novel?
What elements of “the greater good” are revealed, implicitly or explicitly, in the novel?
An opportunity to share notes with a partner may be given prior to class discussion. [HYS – S/N, CQO]
Compare and contrast settings, themes, and characters, and how these story elements help to define “the greater good.” Evaluate the claims made by classmates and evaluate the soundness of reasoning used in discussion. Can you begin to make any generalizations about what is “the greater good”? [HYS – S/D, GTH]
Introduce the concept of the Rorcshach test and ask students to create their own inkblot designs, then compare theirs to what other students did. Five classmates write down what the designs remind them of and two classmates who haven’t done the interpretation will see how the responses compare.
Research and define different types of intelligence, such as “mentally challenged or academic intelligence”. Students will write one paragraph on each type. Identify characteristics of each.
Participate in large and small groups and report to the class.
Analyze characters and situations to better understand the novel. If possible, make connections to other characters and/or other pieces of literature.
Homework Read for 30 minutes each evening from a self-selected book and complete a reading log.
Grade: 8 Unit: 6 Week:2 Content: ELA Dates: 4/15-4/19/2013
Theme Essential Question: How can literature help us define the greater good?
Essential Questions: When are risks worth taking for the greater good?
Standards
(Focus)
(Ongoing)
Objectives:
Assessment
Product
Key Questions
Observable Student Behaviors
Vocabulary
ELA
explicit
hero/heroine
implicit
satire
strength of character
symbolism
writing style
assess intelligence
motive
role
appropriate
specialization
absurd
impair
refute
Allusion
Flashback
Symbolism
Tone
Mood
Sample 6-12 Workshop Model
Bell Ringer/Warm-up Activities 3 minutes
Whole Class Presentation/Lesson 15 minutes
Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles)
12 minutes
Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes
Exit Slips/Closing (What have I learned today/What do I need to know/What problems) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
Homework
Read for 30 minutes each evening from a self-selected book and complete a reading log.
Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In)
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Smartboard Lessons
- R.L. 8.7 Impact of media on the meaning of text
To consider how meanings are changed when texts are adapted to different media.Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6